Reading Work Samples Development Workshop

1. Essential SkillsReading Work Samples Development, Scoring, and Calibration

2. Workshop Goals • Develop Reading Work Samples • Build background and collaboratively score a reading performance task to build a common understanding of proficiency. • Review the guidelines for administering Reading Work Samples for the purpose of Essential Skills.

3. Partners and Peers • HS school ELA teacher • HS school social studies teacher • Special Education or Title I teacher • Instructional coach • Other

4. Collaborative Work Norms • Equity of voice • Active listening • Respect for all perspectives • Confidential and safe • Self-monitor use of electronics/distractions

5. Workshop Goals • Develop Reading Work Samples • Build background and collaboratively score a reading performance task to build a common understanding of proficiency. • Review the guidelines for administering Reading Work Samples for the purpose of Essential Skills.

6. Goal 1: Developing Reading Work Samples

7. Workshop Goals for DevelopingReading Work Sample • Understand characteristics and purposes of work samples. • Identify topic/reading passage. • Analyze reading passage. • Draft reading task. • Format the reading task

8. Characteristics of Work Samples Require student-initiated planning, management of information and ideas, interaction with a variety of other materials. Require production of extended responses, such as oral presentations, exhibitions, and other scorable products, including more extended writing responses which might be revised and edited. Reflect a real-world task and/or scenario-based problem; tasks are multi-stepped and allow for reflection and revision.

9. Step 1: Identify Topic/Reading Passage Questions for Consideration: Is the topic/reading passage: curriculum-embedded? part of a thematic unit? a stand alone assessment? of high interest to students? rich enough to support analysis? appropriate for the grade level?

10. Step 2: Analyze the Passage Considerations: Texts: May be drawn from a variety of resources (traditional text, audio, video, graphics). Should be of a suitable length and complexity (see the Guide for Developing Reading Tasks for more clarification). http://www.oregon.gov/ode/educator-resources/essentialskills/Documents/es_worksample_guidelines_developing_reading.pdf Complexity should be evaluated on Qualitative and Quantitative measures.

11. Determining Text Complexity Text Complexity is determined by: • Quantitative measures- readability and other scores of text complexity often best measured by computer software. • Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. • Reader and Task considerations – reader’s background knowledge, motivation, and interests.

12. Determining Text Complexity Quantitative Measures: • word length • word frequency • word difficulty • sentence length • text cohesion

13. Determining Text Complexity Qualitative Measures: • levels of meaning • levels of purpose • structure • organization • language conventionality • language clarity • prior knowledge demands

14. Determining Text Complexity Reader and Task Considerations: • Student motivation. • Students’ knowledge and prior experience. • Complexity of the task assigned. • Complexity of the questions asked.

15. Additional Guidance: • Multiple tasks should be developed within a school to prevent students from sharing information. • Student should be given choice among reading selections (e.g. topic choice, genre choice, etc.). • All passages used for reading work samples should be at high school level and be appropriate in length and complexity to allow for responses that can meet standard on all traits of the scoring guide.

16. Step 3: Draft the Questions Considerations: Compose at least 2 questions for each of the reading traits (Demonstrate Understanding, Develop and Interpretation, Analyze Text). Include graphic organizers for responses to questions, as appropriate. Ensure questions are clear, concise, and remind students to provide support for their answers.

17. Step 4: Format the Task Considerations: Craft the directions and a brief introduction. Select an appropriate font style and size. Use formatting to enhance comprehension (e.g., use bold or italics to emphasize key words). Allow space for note taking. Include graphic organizers for responses, if appropriate. Allow adequate space for responses.

18. Reading Work Sample Template Reading Work Sample Template http://www.oregon.gov/ode/educator-resources/essentialskills/Documents/es_worksample_template-reading.docx

19. Reading Work Sample Example Reading Work Sample Example http://www.oregon.gov/ode/educator-resources/essentialskills/Pages/Reading-Performance-Asmt-Practice-Tasks.aspx

20. Reading Work Sample Example Reading Work Sample Example http://www.oregon.gov/ode/educator-resources/essentialskills/Pages/Reading-Performance-Asmt-Practice-Tasks.aspx

21. Questions or Clarifications? Photo: Pixabay

22. Workshop Goals • Develop Reading Work Samples • Build background and collaboratively score a reading performance task to build a common understanding of proficiency. • Review the guidelines for administering Reading Work Samples for the purpose of Essential Skills.

23. Goal 2: Official Reading Scoring Guide& Calibration

24. Four Corners Activity

25. Guiding Questions • Scoring guide structure? • Scoring guide language? • Score levels differences? • Features of assessed reading responses?

26. Oregon Official Reading Scoring Guide Oregon’s Official Reading Scoring Guide

27. Key Features: • Six-point scale • Analytic – three traits • Demonstrate Understanding • Develop an Interpretation • Analyze Text • Literacy Text • Informational Text

28. Demonstrate Understanding • Main ideas • Relevant and specific supporting details • Sequence of events • Relationship among ideas • Facts and opinions

29. Develop an Interpretation • Unstated main ideas, inferences, interpretations, conclusions, generalizations, connections, and/or predictions of future outcomes

30. Analyze TextLiterary and Informational • Author’s purpose, ideas and reasoning, and writing strategies (e.g., organization, word choice, perspective, format, and, if used, literary devices*)

31. Highlighting Key Features Examine the key language at achievement level “4” and highlight using the yellow highlighter. Examine the key language at achievement level “3” and highlight using the pink highlighter. Examine the key language at achievement level “5” and highlight using the orange highlighter.

32. Questions or Clarifications? Photo: Pixabay

33. Anchor Papers Examples of student work that exemplify the attributes of a certain score level and that serve as a standard against which other papers or performances can be judged.

34. Gathering Evidence and Scoring Gathering Evidence and Scoring Photo: Pixabay

35. Step 1: Individually Read and IdentifyEvidence Identify evidence related to each trait while reading the student writing. • Demonstrate Understanding • Develop An Understanding • Analyzing Text

36. Step 2: Record Key Features from the Scoring Guide • Look for a preponderance of evidence to determine a score. • After youidentify pieces of evidence in student essays, record any key vocabulary in the scoring guide as evidence.

37. Step 3: Write Your Scores on a Sticky Note DU 4 DI 3 AT 3

38. Step 4: Chart Your Scores and Justify in Collaborative Group

39. Step 5: Compare Your Results WithScores and Commentary

40. Any Questions Photo: Pixabay

41. Individually Read and IdentifyEvidence Identify evidence related to each trait while reading the student writing. • Demonstrate Understanding • Develop An Understanding • Analyzing Text

42. Repeat the Process for Sample B/C • Individually, Read and Identify Evidence • Record Key Features from the Scoring Guide • Write Your Scores on a Sticky Note • Chart Scores and Justify • Compare Your Results With Scores and Commentary • Wait for the next direction before you look at scores and commentary

43. Informational Calibration Individually, Read and Identify Evidence Record Key Features from the Scoring Guide Write Your Scores on a Sticky Note Chart Scores and Justify Compare Your Results With Scores and Commentary 6. Repeat the Process for Sample D

44. Questions or Clarifications? Photo: Pixabay

45. Workshop Goals • Develop Reading Work Samples • Build background and collaboratively score a reading performance task to build a common understanding of proficiency. • Review the guidelines for administering Reading Work Samples for the purpose of Essential Skills.

46. Goal 3: Administering Reading Work Samples for Essential Skills

47. What about Essential Skills? Work Samples are still one way students can demonstrate proficiency in reading for Essential Skills. Students produce two passing samples; one must be Literacy / Informational. The three trait scores add up to a total score of at least 12; with no individual trait score less than a “3”. Revision is an allowable option.

48. Work Sample Administration Work Sample Administration

49. Work Sample Administration Work Sample Administration

50. Work Sample Administration Work Sample Administration Appropriate Feedback